The name is absent

schools in a pagan culture' THE TABLET October 6 pp.1270-1
(p.1270)

(42) Warwick, D. (1988) The Modular Curriculum Oxford:
Basil Blackwell. This book is a Do-it-Yourself guide on
the modular curriculum. Warwick argues that modules relate
neither to choice nor sequence but rather to the

inter-relationship of the individual
modules which takes precedence. In the
completion of a jigsaw puzzle, for example,
there can be no debate over the shape or the
look of the finished product, because this is
dictated entirely by the picture or pattern
that one is attempting to reconstruct, (p.4)

The book is an ideal starting point for teachers who are
considering introducing modules into religious education.
Of particular interest to Anglo-Indian schools is Chapter
9 entitled "Records of Progress" (p.178).

If, the theory-practice model (c.f. discussion below Ch. 9
p.331) is implemented in an Anglo-Indian school a Record of
Progress within the curricular area of Religious Education
would monitor progress of the student through a set
programme of work. The record would also indicate future
steps that need to be taken.

The record would include essay grades, contribution to
classroom discussion, practical skills and would be readily
available to all those involved in the decision-making
process:   pupils and their teachers. This would enable

students to trace their own development in a curriculum
which encouraged shared religious experiences.

The close and positive monitoring places a good deal of
evidence into the hands of those planning to implement the
theory-practice model. There will be evidence about
popular and unpopular modules, performance by students and
what students considered were good modules. Functional
record keeping is essential in order to preserve the
autonomy of individual choice in selecting a module.

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